Cognitive Science – New Media – Education The Journal presents the latest research and theoretical reflections on the cognitive aspects of Media Pedagogy and the use of new media in widely understood education, daily life, culture, art, educational therapy and speech therapy, among other areas. Uniwersytet Mikołaja Kopernika w Toruniu en-US Cognitive Science – New Media – Education 2543-506X Prevention of Violence and Bullying in the School Almost every student during his or her education is involved or influenced by violence and the phenomenon of bullying, which causes great psychosocial consequences to children. The purpose of this study is to analyze through a qualitative analysis management methods and intervention strategies used in schools to prevent and reduce violence and bullying among students. Ardiana Mali Copyright (c) 2019 Cognitive Science – New Media – Education 2019-12-14 2019-12-14 5 2 95 101 10.12775/CSNME.2018.014 The influence of the distance between the teacher and a student for school grades <p>Researches related to proxemics at the turn of the years 2013-2019 during the course of which information and communication technology (ICT) was used (studies „Digital School Proksemics”, „Digital space teacher in the context of proxemics”, „Programming in the context of proxemics”) and teaching robotics elements during the implementation of programming, also in the context of proxemics, give the right to undertake a comparison of selected issues occurring during the research and included in the studies.</p><p>The inclusion of selected research results in one comparison, despite other research titles, does not affect the very idea of comparison. It can be noticed that both ICT as well as programming science and elements of robotics in education are issues in the field of computer science, which has become one of the priorities of teaching in Polish education.</p> Kazimierz Mikulski Copyright (c) 2019 Cognitive Science – New Media – Education 2019-12-14 2019-12-14 5 2 103 119 10.12775/CSNME.2018.015 Slowness and speed of execution as a functional indicator in music therapy <p>The understanding of the symptoms, phenomena and treatment derived from the alteration of brain functions undoubtedly deserves the widest reflection on the interaction between brain and behavior, the inter-reaction of dysfunctions and therefore the interpretation of brain effects and plasticity in relation to the environment and musical treatment.</p> Sara Pellegrini Copyright (c) 2019 Cognitive Science – New Media – Education 2019-12-14 2019-12-14 5 2 67 76 10.12775/CSNME.2018.012 Content Analysis Made Simple for Students. An Interactive Online Application Solution <p>This paper aims to present an interactive online solution developed for students to better understand the application of content analysis (as a research method) and the use of a coding scheme (as the research instrument) by using a software platform, an application for analysing an online place brand’s content, in terms of the characteristics of a place brand’s identity communicated through official websites.</p> Victor-Alexandru Briciu Arabela Briciu Florin Nechita Copyright (c) 2019 Cognitive Science – New Media – Education 2019-12-14 2019-12-14 5 2 77 91 10.12775/CSNME.2018.013 Social realism and in-depth learning: Can students build knowledge with an epistemic dimension? <p>A mantra in today's technology-rich schools, with access to the internet and all sorts of information, is that students themselves should produce knowledge. In today's school, characterized by an unholy alliance between neo-liberal forces and constructivism, this requirement will most likely lead to a state in which knowledge is perceived as a form of social construction in a particular setting. This article raises several serious objections to such an approach, which reduces knowledge to knowing, which limits the scope for progression in the subject. This paper argues for a social and realistic alternative, formulated as knowledge building as theory development. Knowledge building as theory development exceeds the subjective doxa by linking knowledge with development of ideas and theories as the essential part of the students' creation of knowledge. Knowledge building as theory development opens up for students to build knowledge with an epistemic dimension, which is a prerequisite for in-depth learning in the school's subjects.</p> Erik Bratland Copyright (c) 2019 Cognitive Science – New Media – Education 2019-12-14 2019-12-14 5 2 9 22 10.12775/CSNME.2018.008 Theoretical aspects of media education. New technologies as the creative and innovative conditio sine qua non <p>Understanding the media education, and education in large, in the World of XXI century is closely connected with a new technologies and advantages and disadvantages which it brings along. Sometimes, we have a serious feeling that the speed of development of the new technologies is much faster than adjusting of the media education to it. A lot of reasons are connected with that: way of communicating (how to communicate interaction of media education with new technologies) with pupils and/or students (knowledge and the skills of the youngsters and/or youth about new technologies are sometimes higher and more comprehensive than the knowledge and the skills of the teachers and professors); media (il)literacy; lack of understandings from the educational authorities (or lack of their education about it as well) about the importance of linking media education and new technologies in the post-modern world; lack of creativity by the teachers in regards adequate presentation of the importance of connecting and interacting of media education with new technologies and vice versa, although it is also connected with the motivation connected with a position of the teachers within the society – underlining the social position of the teachers and/or professors and as well the ethical issues connected with the ways of the modules of communication; lack of innovations related to the way of linking of media education with new technologies – social media as a model of deliberative democracy within the process of media education and a lack of knowledge about the advertising the connection between media education and new technologies – the art of persuasion. This paper will show also the disadvantages of new technologies within the process of media education, especially if not used in pedagogical and didactic methodical way of the interaction of media education and new technologies to understand it as a “software” and an “hardware” of the creative and innovative world of humanity of the XXI century.</p> Sabahudin Hadžialić Copyright (c) 2019 Cognitive Science – New Media – Education 2019-12-14 2019-12-14 5 2 23 38 10.12775/CSNME.2018.009 The reception of North-Norwegian Magazine (NNM) in the daily press – response and counter-response This article has as its purpose to look closer at the the reception of the northern journal, NNM in the daily press during the first decade of the magazine’s existence, in the period of 1978–1987. I will have a look at how the magazine has been taken by daily press and how the journal is regarding this response. The reason for this period is first of all that the magazine at this time was Norway's largest culture magazine, and it is remarkable because the northern part of Norway has relatively few inhabitants compared to the southern part of the country. Through its high circulation the periodical’s influence was large and was in many ways a reflection of thoughts and activities which were of importance in many aspects of cultural life in Northern Norway during that decade. As a professor at an arctic university, this journal has been an important setting for my research and lecture on northern literature and literature didactics. Roald Larsen Copyright (c) 2019 Cognitive Science – New Media – Education 2019-12-14 2019-12-14 5 2 39 50 10.12775/CSNME.2018.010 Young Professional ESOL Learners Confront Competing Demands of Social Media and ESP <p>English language learners from non-English speaking nations are confronting an increasingly challenging environment as they try to develop language skills to meet the competing demands of contemporary social media on one hand and those of English for Specific Purposes (ESP) on the other. Social media’s explosion onto the global scene has created the need for non-English speakers to in effect learn two diverging contextual and communication patterns within what is supposed to be a common language. </p><p>English, at least a form of English, dominates social media communications on Twitter, Instagram, Facebook, and a whole host of abbreviated format international social media platforms. Moreover, these platforms have developed communications mechanisms that do not even conform to normally accepted, conversational patterns of spoken or written English. The English of some social media platforms is informal, littered with special and unique abbreviations, grammarless, decidedly unstructured and abruptly short. The vocabulary is explicitly simple in most cases, consisting mostly of one and two syllable words. The introduction of the “emoji” graphics (now totaling over 2600 according to Unicode Standard, the emoji lexicographer) has added image elements to the phonetic root language vocabulary. The near total lack of punctuation, further complicates the process of learning to communicate effectively to other than a select audience or specific groups of people. </p><p>ICT (Information and Communication Technology) tools are growing in use in education and in language teaching in particular, with Computer Assisted Language Learning (CALL) becoming widely used to facilitate vocabulary and structural grammar development among English Language Learners (ELLs) at all levels. It has been noted that blogs and other web-based tools have significantly enhanced writing and reading skills.</p><p>The young non-native English speaking professional is simultaneously confronted with the increasing need to acquire skills in one or more forms of ESP, be it academic, occupational or both, to be a competitive member of the global economy. Simultaneously, the informal elements of social media ignore these demands and focus on a casual and frequently unconstrained set of language behaviors. </p>The results of this study indicate that English for Speakers of Other languages (ESOL) students, particularly those developing ESP skills, are confronting what could logically be construed as two languages carrying the same name. This presentation and accompanying methodology explores the details and implications of this emerging phenomenon and is addressed by supporting materials, data and recommendations addressing the challenges of diverging language pathways between social media and English for specific purposes. Diane Boothe Clifton D. Wickstrom Copyright (c) 2019 Cognitive Science – New Media – Education 2019-12-14 2019-12-14 5 2 53 64 10.12775/CSNME.2018.011